Investigating the Status of a Competency-Based Agricultural Higher Education System in Iran

Summary

Competency-based education (CBE) represents a crucial approach for aligning educational systems with community requirements. The approach is founded on principles that delineate the essential attributes of key educational components: educators, learners, curriculum, and learning environment. In light of the ongoing challenges within Iran’s agricultural higher education system to synchronize academic instruction with community needs, this study investigates the status of the competency-based agricultural higher education system in Iran. The population in this quantitative research included all educators and students in Iran’s public agricultural schools and government employers in the agricultural sector. Sample educators and students were selected using a multistage sampling method, while purposeful sampling was used to select employers. Data were collected using two questionnaires: one related to educators and students, and one related to employers. The validity and reliability of the tools were assessed and confirmed by a panel of experts using Cronbach’s alpha test, and data analysis was performed in SPSS version 22. We found that the characteristics related to the relationships between the various pillars of the agricultural higher education system and the external environment, like professional and management skills, were unfavorable. This indicates that graduates lack the necessary skills to effectively engage with industry professionals and manage agricultural enterprises. On the other hand, characteristics associated with the internal functions of the educational system, such as scientific ability and personal skills, were favorable. This suggests that the educational system is more successful in developing students’ academic knowledge and personal competencies than empowering them to enter the labor market